Achievement Standard 91106 and 91104
Form developed personal responses to independently read texts, supported by evidence and Analyse significant connections, supported by evidence.
4 reading credits + 4 credits (can go towards 6 writing credits)
Sink your Teeth into Texts!
[adapted from TKI English 2.7A and TKI English 2.9B]
Name______
Achievement / Achievement with Merit / Achievement with Excellence /Form developed personal responses to independently read texts, supported by evidence. / Form developed, convincing personal responses to independently read texts, supported by evidence. / Form developed, perceptive personal responses to independently read texts, supported by evidence.
Achievement / Achievement with Merit / Achievement with Excellence
Analyse significant connections across texts, supported by evidence. / Analyse significant connections across texts convincingly, supported by evidence. / Analyse significant connections across texts perceptively, supported by evidence.
Text 1
Due Date:
21/02/2014 / Text 2
Due Date:
4/4/2014 / Text 3
Due Date:
4/4/2014 / Text 4
Due Date:
27/06/2014 / Text 5
Due Date:
27/06/2014 / Text 6
Due Date:
27/06/2014
Title:
Text Type: / Title:
Text Type: / Title:
Text Type: / Title:
Text Type: / Title:
Text Type: / Title:
Text Type:
Note: These are the FINAL dates responses will be accepted and your teacher may give you different (earlier) dates.
Comments:
Student instructions
Introduction
You are to choose an aspect of literature, or type of literature that you are interested in. This could be a specific theme, setting, genre, author, time frame or subject matter. You will explore this area of interest through texts of your choice. Once you have explored your area of interest, you will analyse the connections between the texts and write a report detailing these connections.
This assessment has two parts:
1. Choose and read at least 6 texts based on the aspect of literature or type of literature you are interested in. These texts must be independently selected. As you read each one, you will submit a response showing a developed personal response and using specific evidence. Four must be written texts (two extended) and the others can be visual or oral texts. This will take place over Terms One and Two, and your teacher will give you deadlines for each response. (4 reading credits)
2. Examine connections between at least 4 of your texts and present these findings in a written report. This will take place at the beginning of Term Three. (4 credits – this piece of writing can go towards the 6 writing credits)
Possible aspects or types of literature you may be interested inThemes:
Overcoming Adversity
Growing Up
Parent-Child relationships
Man’s Inhumanity to Man
Love
Rage Against the Machine
Living with a Disability / Setting:
New Zealand Literature
Space
Middle East
Future / Genre:
Sci Fi
Historical Fiction
Parody/Satire / Time Frame:
Future
Depression Era
Colonial NZ / Subject Matter
Dystopia
War
Teenage Years / Author
New Zealand writers
Māori writers
John Green
Jodi Picoult
Note: The texts you choose have to be Level 7 of the curriculum so check with your teacher first. The Year 12 English page has lists of themes and texts that are suitable.
Note: Some aspects or types of literature are more challenging than others, and some will naturally lend themselves to Merit and Excellence connections while others will not. Consider this as you choose.
Task One: Choose your area of interest and texts you will read.
1. Explore some possible areas of interest. Use the SLANZA wiki (link on the Year 12 English page), Year 12 English Page on the school website and the list above.
My area of interest is: ______
2. Choose the texts you will read (remember 4 need to be written and 2 need to be extended texts – novels or biographies). Your texts could be: Novels, biographies, autobiographies, drama script, short stories, poems, films, documentaries, songs, extended magazine articles (Listener, Time).
3. Get reading! Make a start on your first extended text. Remember, you need to read a novel for English in Term two, so try to get them read before then – 50 pages a week only equals 10 pages a school day.
Task Two: Develop and present personal responses
As you read your texts closely, make detailed notes regarding:
· How your area of interest was presented
· what you have learned about your area of interest
· what the text taught you about the world in which you live (past or present).
You must support your responses with specific evidence. Appropriate evidence could include specific examples from the texts, quotations, or other relevant details.
You are encouraged to:
· demonstrate significant personal understandings of, engagement with, and viewpoints on the texts
· make connections between texts and themes in the texts
· make clear personal connections between the text and your personal experiences and prior understandings
· make clear connections between the social, cultural, literary, political, or historical contexts within the texts and the wider world
· show some insight or originality in your thought or reflection.
You can use the template provided to complete your responses, or just use it as a guide. This template is available on the Year 12 webpage. Your responses need to be kept in class as a record of your progress.
Ø You may want to consider what connections you may like to discuss in your final report as you write your responses (this will allow you get a bank of quotes and specific details for your written piece).
Exemplar (your teacher has others you can look at)
Brief Summary:
Noughts and Crosses is about a girl (Sephy) who falls in love with a boy (Callum). The problem is that Sephy is a Cross and Callum is a nought. Crosses are consdiered more important than noughts so their love is forbidden. The only way these two know each other is because Callum was the son of Sephy’s maid. Despite not being allowed to see each other they do, which causes a lot of problems between Sephy and her parents. Callum’s family is accused of a major bombing in association with the Liberation Militia (noughts fighting for equality).
How area of interest addressed: (theme of Racism)
This shows the theme of racism because Crosses have dark skin, while noughts have lighter skin. Callum, and his family, are judged and not given the same rights as Cosses, simply because of their race. This is shown when Sephy’s Dad refers to noughts as, ‘scum’ and ‘blankers’ and says he wants them ‘wiped out’. Racism usually leads to discrimation for the second class race. One way noughts are discrimated against is that noughts are not allowed in the same school as Crosses. When the top noughts are allowed to attend a Cross school, Callum is selected. Sephy is excited to have him in the class, but he is not welcomed by the others and they try to force him to leave through bullying, but his dad told him, ‘You're in there now, Callum. Don't let any Dagger swine drive you out- you understand?" as he valued education.
Viewpoints
Most crosses thought they were better than noughts, simply because their skin was darker, ‘‘Look at my skin..such a beautiful colour. So dark and rich and wonderful. I'm so lucky. I'm a Cross- closer to God..." I don’t think skin colour can make you a better person than someone else. In some countries, some religions think they are closer to God and better than others, but I don’t agree with this as it just causes racisim and discrimation. I think your morals and behaviour make you a good person, not your religion or skin colour.
What does the text teach us?
This text shows that racism can tear families apart. Jude, Callum’s brother, knew he was seeing Sephy and would often make comments such as, ‘he was with his dagger friend’. Because of his relationship with Sephy, Callum was alienated within his family. It also shows the power of the media, as the news only showed a certain side of noughts and reported current events in a biased way, ‘The news lies all the time. They tell us what they think we would want to hear.’ So much of our opinions are based on what we learn from the news on TV and in the paper, but it may be biased.
How does the text link to me/society/wider world?
This text showed me that a simple relationship between two teenagers, affects a lot of other people – not just the two teenagers. Sephy said she, ‘pulled him closer to me, wrapping my arms around him, kissing him just as desperately as he was kissing me. Like if we could just love long enough and hard enough and deep enough, then the world outside would never, could never hurt us.’, but their realtionship affected so many other people. This is relevant to any teenager as their relationships will affect their friends, parents and siblings. The text also makes me realise I need to be careful about what I believe and what the common thoughts are in my community. Sephy said, ‘I used to comfort myself with the belief that it was only certain individuals and their peculiar notions that spoilt things for the rest of us. But how many individuals does it take before it's not the individuals who are prejudiced but society itself?’. This, along with biased media, shows that individuals need to be careful not to just believe what everyone else does because it can snowball and cause major discrimination. This is how bullying at school often starts. People in positions of power need to be carefully chosen and consider what they are promoting and why. Sephy says, ‘“I hadn't fully realized just how powerful words could be before this. Whoever came up with the saying 'sticks and stones may break my bones but words will never hurt me' was talking out of his or her armpit.’ This is why we need to be sure to vote responsibly, and if we are leaders we need to consider the well being of everyone, not just ourselves and our friends.
Personal Response
Date:______Entry number: 1 2 3 4 5 6
Title: ______
Author/creator: ______male / female [circle]
Category: written/ visual/ oral
Write a brief summary about what happens in the text/ what the text is about:
______
How is your area of interest addressed or explored in this text? (use specific examples)
____________What are some different viewpoints in the text? What do you think of these? (back up what you say with specific examples from the text)
______
What does the text teach us about the world that we live in? (back up what you say with specific examples from the text)
______
______
How does the text connect to you? (back up what you say with specific examples)
______
How does the text connect to society and the wider world? (What does it say about society?) (back up what you say with specific examples from the text)
______
How does the text connect with other texts?
______
Teacher’s recommendation for next log entry:
6
Personal Response
Date:______Entry number: 1 2 3 4 5 6
Title: ______
Author/creator: ______male / female [circle]
Category: written/ visual/ oral
Write a brief summary about what happens in the text/ what the text is about:
______
How is your area of interest addressed or explored in this text? (use specific examples)
____________What are some different viewpoints in the text? What do you think of these? (back up what you say with specific examples from the text)
______
What does the text teach us about the world that we live in? (back up what you say with specific examples from the text)
______
______
How does the text connect to you? (back up what you say with specific examples)
______
How does the text connect to society and the wider world? (What does it say about society?) (back up what you say with specific examples from the text)
______
How does the text connect with other texts?
______
Teacher’s recommendation for next log entry:
Personal Response
Date:______Entry number: 1 2 3 4 5 6
Title: ______
Author/creator: ______male / female [circle]
Category: written/ visual/ oral
Write a brief summary about what happens in the text/ what the text is about:
______
How is your area of interest addressed or explored in this text? (use specific examples)
____________What are some different viewpoints in the text? What do you think of these? (back up what you say with specific examples from the text)
______
What does the text teach us about the world that we live in? (back up what you say with specific examples from the text)
______
______
How does the text connect to you? (back up what you say with specific examples)
______
How does the text connect to society and the wider world? (What does it say about society?) (back up what you say with specific examples from the text)
______
How does the text connect with other texts?
______
Teacher’s recommendation for next log entry:
Personal Response
Date:______Entry number: 1 2 3 4 5 6